Article 29: The Aims of Education

Abstract‘The Ministry of Education organises trainings for teachers, to educate them how to treat children. Teachers should have exams about that.’ (Africa)

Economic Imperialism in Education Research: A Conceptual Review

In this review, we explore economic imperialism, a concept that captures the phenomenon of a single discipline’s power over so many facets of social life and policy—including education. Through a systematic search, we examine how economic imperialism has been conceptualized and applied across fields. We uncovered three key, interconnected elements of economic imperialism that hold relevance for education research. First, economics has colonized other disciplines, narrowing the lens through which policymakers have designed education reforms. Second, an overreliance on economic rationales for human behavior neglects other explanations. Third, a focus on economic outcomes of education has subjugated other important aims of education. We share implications for researchers to use economic theory in ways that are interdisciplinary but not imperialist.

A Theoretical Examination of Shadow Education in South Korea

This article provides a theoretical contribution to the contemporary debates regarding the legitimacy and effects of supplementary tutoring, also known as shadow education. Shadow education is notably pervasive in South Korea, and accounting for high rates of domestic expenditure and increasing time demands on young people’s lives. The paper traces the historical and cultural reasons for the widespread uptake of shadow education amongst young students in the South Korean context and problematises what it means to be educated by juxtaposing leading scholars’ perceptions of the fundamental aims of education. Delving into the reality of shadow education whilst also revealing the disruptive nature of this common place practice, the paper concludes by highlighting the need for further empirical research to counterbalance the largely unsubstantiated beliefs and anecdotal evidence regarding its purposes

HANDS ON ACTIVITIES: ROLE OF METHODS OF TEACHING AS MEANS OF INTERDISCIPLINARY EDUCATION

Teaching and learning are a system of whole with the various parts including objectives, outcomes, methods of teaching and curriculum. This does not concern with just an individual but with a system, society, nation and sometimes even the whole of the universe. Each find its space in other whereas the other constitutes each unit in itself. In order to meet the general as well as specific aims of education we are suppose to be interdisciplinary as well as multidisciplinary in practice. The hands-onactivities-based method of teaching play the crucial role in achieving moretowards all sorts of goal and objectives at one time. It ensures the head, heart and hand engagement referring to cognitive, affective and psychomotor domain respectively. It prepares the child for the upcoming life and meet his vocational and professional aim. Hands on activities play a huge role in pedagogical, andragogical and heutagogical aspects of education. The hands-on based approach is a complete means to empower the interdisciplinary face of teaching as an art as well as science.

Influential Thoughts of Muslim Thinkers about the Education System; Imam Ghazali and Ibn-Khaldun

Islam is considered divine religion. It is based on God's revelation and the sunnah of the Holy Prophet. It's a complete code of life as religion not just worship. Islam places considerable emphasis on education, as well as on beliefs and worship. It drives people to seek knowledge as a last religion. While, the first revelation highlights the significance of seeking knowledge as the first revelation word “Iqra” which means Read (Chapter Al-alaq). The main prerequisite for developing education is established in first chapter Al alaq's five ayat (Read, knowledge, and pen). The two renowned Muslim thinkers Imam Ghazali and Ibn Khuldun have passed in history, their services in the field of education provide directions to our current education system. Keeping in view the Islamic school of thoughts Imam Ghazali and Ibn Khuldun explained a comprehensive educational philosophy which they have discussed the main foundations of philosophy i.e. metaphysics, epistemology and axiology in the light of Quran and sunnah. Moreover, they have elaborated the aims of education and introduced the techniques to achieve them. As well as they clearly defined the role and responsibilities of instructors and pupils. So, this paper designates the biography and educational thoughts of Imam Ghazali and Ibne Khuldun in detail i.e., the concept of knowledge, classification of knowledge, learning stages, teaching methodology, curriculum, concept of discipline and obligations of both instructors and pupils.

THE IMPACT OF SRI AUROBINDO GHOSHS EDUCATIONAL PHILOSOPHY

Sri Aurobindo can be rightly called a perfectionist because he was never satisfied with partial remedies. Born in Kolkata , India Aurobindo was educate at Cambridge University . The presence study highlights the philosophical contribution of Aurobindo Ghosh in our education system . It explains different philosophical aspects of Aurobindo Ghosh- aims of education relationship of teacher and pupil and finally the implication of Aurobindos philosophy of education.